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dc.contributor.advisorVeronesi, Peter
dc.contributor.authorLaistner, Marilyn
dc.date.accessioned2021-09-07T21:39:13Z
dc.date.available2021-09-07T21:39:13Z
dc.date.issued10/1/2016
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4937
dc.description.abstractUsing Cognitive Load Theory as a tool to help teachers differentiate in a Chemistry classroom can benefit both teacher and student. Using this theory, teachers can evaluate their lessons and activities and gauge how challenging they will be for their students, which invites teachers to adapt their methods based on their students’ skills. Students’ capabilities can be measured using the idea of cognitive efficiency. If they complete a task quickly and with a low amount of effort, versus a peer who completes the same task over a long time, applying a great deal of effort with little result, the first student is said to have high cognitive efficiency. Teachers who are aware of the range of cognitive efficiencies in their classroom are better equipped to adapt their lessons and materials to the best benefit of the student. Students who are aware of their measurement using this scale are more intentional learners – they are aware of where they struggle and can work to improve it.
dc.subjectChemistry
dc.subjectEducation
dc.subjectCognitive Efficiency
dc.subjectDifferentiation
dc.subjectNext Generation Science Standards
dc.subjectCognitive Load
dc.titleDifferentiation in Chemistry for Students With Various Levels of Cognitive Efficiency
dc.typethesis
refterms.dateFOA2021-09-07T21:39:13Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.languate.isoen_US


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